DOCSLIB.ORG

Zoological Taxonomy and Labelling

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Zoological Taxonomy and Labelling HOW TO CURATE: ZOOLOGICAL TAXONOMY AND LABELLING Amanda Callaghan Professor of Invertebrate Zoology Curator of the Cole Museum of Zoology @ColeZoology @ACallaZoo 1 Copyright University of Reading LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT What will be covered. • Basics of zoological taxonomy. • Value of taxonomy and zoological information – getting it right. • What to put on your labels. 2 1 Why does taxonomy matter? • Taxonomy is the science of naming biodiversity. • Species are disappearing at least as rapidly as we can find them and unless we collect and describe them, evidence that they ever existed and all that we might have learned from them will be gone. 3 Naming things Common name: These are used locally and may vary by region or country. Scientific name: These are unique names used by the scientific community to accurately and universally identify species. 4 2 English names for the same animal. 2. Slaters 3. Gramersows 1. Cheesy-bugs 5. Boat-builders (Scotland, New or gramfers 4. Butchy boys or Cheeselogs (Newfoundland, Zealand and (Cornwall, (Australia) (England) Canada) Australia) England) 7. Woodpigs or 8. Monkey peas 10. Potato bugs 6. Chisel bobs 9. Pishamares timberpigs or peaballs or tomato bugs (England) (England) (England) (England) (United States) 12. Chuggie pigs, 11. Sow bugs 14. Wood bugs chuggy-pegs or 13. Crunchy bats 15. Carpenters (United States (Western chucky pigs (England) (Eastern Canada) and Canada) Canada) (England) 16. Granny greys 17. Billy buttons 18. Doodle bugs 19. Parson pigs (Wales) (England) (United States) (Isle of Man) 5 Binomial nomenclature Porcellio scaber (Rough woodlouse) 3 Carolus Linnaeus – father of taxonomy • 1707-1778 Swedish • Zoologist, botanist and physician. • Developed a hierarchical system of classification: • Binomial nomenclature. • Allows taxonomists worldwide to talk in the same language. What’s in a binomial name? The genus name groups together similar species. The species name is often descriptive or it gives geographic origin or is named after the person who discovered it. Both names are needed to identify species. 8 4 New species 2018 • Dr Graham Holloway • Named Anthrenus amandae • Collected whilst on holiday in Majorca! 9 New species 2020 • Dr Graham Holloway • Named Anthrenus crypticus again (@@!) • Discovered in the NHM entomology collection • Cryptic coloration, looks like other species. 10 5 11 Full taxonomy 12 6 Don’t go there………… • Keep it simple. • Common name • Species name • Family 13 Natural history curation • Natural history collections have unique purposes and uses compared to history and art collections. • They are primarily used for research by scientists and academics and are continually added to, to help track information about species, populations and other parts of the natural world. Photo: Cole Museum of Zoology 14 7 Why NH labels are important • The written record associated with an object often is as valuable as the object itself. • Robust protocols for specimen flow from the time of collection through to writing the specimen label, mounting or preparing the specimen, data entry, filing. 15 Retrieval of biological data possible but expensive • DNA barcoding – species/sub-species • Stable Isotope analysis – diet, dates and area 16 Journal of Mammalogy, 93, 2012, 312–328, 8 Getting it right in non-NH museums 17 Use appropriate sources of information • Not Elephas • Paleoloxodon (2007) • Dates very specific (Wikipedia) • Go to the primary literature “Google Scholar” 18 9 Information sources • Specialists • Google scholar • Organism specific databases 19 Do your research Height (cm) 4500 4000 3500 3000 2500 2000 1500 1000 500 0 Mammoth Red deer Squirrel 20 10 Specimen labels • Prime source of information. • Keep with specimen. • Either attach to specimen or keep it in the specimen jar if possible. • If osteology or dried can write on specimen or glue label on. 21 Historical collections (e.g. molluscs) • Poor handwriting • https://gbmolluscatypes.ac. • Incorrect specimen uk/handwriting identification • More recent changes to taxonomy • How to get help: • http://www.marinespecies. org/ • http://species- identification.org/ 22 11 Zoological Specimen labels • Accession number • Common name • Species binomial name • Family • Gender • Location and date collected • Collector or donor • If preservatives used i.e. formalin 23 Fluid collections • Labels often submerged, use specialist inks and papers, not soluble in water, alcohol or other commonly used fluids. • Cole specimens, lid has accession number and code etched into glass. • Teaching specimens have submerged labels. Photo: Cole Museum of Zoology 24 12 Papers for fluid specimens • Resistall Paper from Byron Weston Co • 100% cotton fibre • Strong when wet • Not acid-free • Tyvek is acid free, light weight, resistant to harsh chemicals and water. 25 Entomological collections • Pins are widely used to attach labels to entomological specimens. • Multiple labels can be stacked on the pin below the specimen. • Alternatively can card specimens (see right). • Watkins and Doncaster coleoptera die-cut card • https://www.watdon.co.uk/ 26 13 If in doubt • Ask a NH professional! • Ask via NatSCA jisc • Look at the free handbook online at NatSCA • https://www.natsca.org/sites/default/files/ publications/books/Appendix1- Documentation.pdf • Other literature through NatSCA • Taxonomy shifts like the dunes, be aware! 27 Questions? Contact: [email protected] 28 14.
Load more

Recommended publications
  • Towards a Management Hierarchy (Classification) for the Catalogue of Life
    TOWARDS A MANAGEMENT HIERARCHY (CLASSIFICATION) FOR THE CATALOGUE OF LIFE Draft Discussion Document Rationale The Catalogue of Life partnership, comprising Species 2000 and ITIS (Integrated Taxonomic Information System), has the goal of achieving a comprehensive catalogue of all known species on Earth by the year 2011. The actual number of described species (after correction for synonyms) is not presently known but estimates suggest about 1.8 million species. The collaborative teams behind the Catalogue of Life need an agreed standard classification for these 1.8 million species, i.e. a working hierarchy for management purposes. This discussion document is intended to highlight some of the issues that need clarifying in order to achieve this goal beyond what we presently have. Concerning Classification Life’s diversity is classified into a hierarchy of categories. The best-known of these is the Kingdom. When Carl Linnaeus introduced his new “system of nature” in the 1750s ― Systema Naturae per Regna tria naturae, secundum Classes, Ordines, Genera, Species …) ― he recognised three kingdoms, viz Plantae, Animalia, and a third kingdom for minerals that has long since been abandoned. As is evident from the title of his work, he introduced lower-level taxonomic categories, each successively nested in the other, named Class, Order, Genus, and Species. The most useful and innovative aspect of his system (which gave rise to the scientific discipline of Systematics) was the use of the binominal, comprising genus and species, that uniquely identified each species of organism. Linnaeus’s system has proven to be robust for some 250 years. The starting point for botanical names is his Species Plantarum, published in 1753, and that for zoological names is the tenth edition of the Systema Naturae published in 1758.
    [Show full text]
  • Invertebrate ZOOLOGY Crustacea Are Issued in Parts at Irregular Intervals As Material Becomes Available Obtainable from the South African Museum, P.O
    DEEP SEA DECAPOD CRUSTACEA FROM WEST OF CAPE POINT, SOUTH AFRICA June 1968 Junie Volume 50 Band Part 12 Dee! iNVERTEBRATE ZOOLOGY Crustacea are issued in parts at irregular intervals as material becomes available Obtainable from the South African Museum, P.O. Box 61, Cape Town (Cash with order, post free) word uitgegee in dele op ongereelde tye na beskikbaarheid van stof Verkrygbaar van die Suid-Afrikaanse Museum, Posbus 61, Kaapstad (Kontant met bestelling, posvry) OUT OF PRINT/UIT DRUK I, 2(1, g, 5, 7-8), g(I-2, 5, t.-p.L), 5(2, 5, 7-9), 6(1, t.-p.i.), 7(1, g), 8, 9(1-2), IO(I-g), II (1-2, 7, t.-p.i.), 21, 24(2), 27, gl (I-g), g8, 44(4)· Price of this part/Prys van hierdie deel RI.75 Trustees of the South African Museum © Trustees van die Suid-Afrikaanse Museum 1968 Printed in South Africa by In Suid-Afrika gedruk deur The Rustica Press, Pty., Ltd. Die Rustica-pers, Edms.,Bpk. Court Road, Wynberg, Cape Courtweg, Wynberg, Kaap DEEP SEA DECAPOD CRUSTACEA FROM WEST OF CAPE POINT, SOUTH AFRICA By B. F. KENSLEY South 4frican Museum, Cape Town PAGF. Introduction 283 List of species and stations 284- Description and notes 286 Summary 321 Acknowledgements 321 References 322 In 1959 the research ship 4fricana II of the Division of Sea Fisheries carried out trawls at twelve stations off the west coast of the Cape Peninsula and off Cape Point, under the supervision of Dr. F. H. Talbot, then of the South Mrican Museum.
    [Show full text]
  • ZOOL 4420: Invertebrate Zoology California State University Stanislaus Course Syllabus
    ZOOL 4420: Invertebrate Zoology California State University Stanislaus Course Syllabus Instructor: Dr. Ritin Bhaduri Office: 263 Naraghi Hall Phone: (209) 667-3485 Email: [email protected] Office Hours: Monday & Friday 9:00 -11:00 AM, or by appointment. Lectures: MWF 8:00 - 8:50 AM in Rm. N210; Lab: W 9:00 – 11:50 AM in Rm N210 Text: Animal Diversity, 6th ed., (2012) C. P. Hickman, L. S. Roberts, et al. McGraw Hill. Announcements: We will use Moodle as our learning management system. Create a Moodle account (code: zool4420-001) and check for lecture slides, videos, etc. on a regular basis. Introduction: Invertebrates comprise at least 95% of all known animals. From their numbers and diversity alone, it is obvious that invertebrates are incredibly important. They are food for humans and other animals, they cause disease, they pollinate most of the plants we need and use, they affect global climate, some are important with respect to medicine, etc. All people, but especially biologists, need to have a good working knowledge of invertebrates Teaching Philosophy: My teaching philosophy is that I want to share as much knowledge and understanding of the subject with students as possible. To see my students excel and become empowered with the newly acquired knowledge is what I feel teaching is all about. My goal for this course is that all participants learn about and come to appreciate all invertebrate groups. In more detail, this involves learning names and classification, and biology of invertebrates. Course Description: Invertebrate Zoology is a senior-level animal diversity course. It is a 4-unit lecture and laboratory course, with 3 lectures and 1 lab period per week.
    [Show full text]
  • Styles of Reasoning in Early to Mid-Victorian Life Research: Analysis:Synthesis and Palaetiology
    Journal of the History of Biology (2006) Ó Springer 2006 DOI 10.1007/s10739-006-0006-4 Styles of Reasoning in Early to Mid-Victorian Life Research: Analysis:Synthesis and Palaetiology JAMES ELWICK Science and Technology Studies Faculties of Arts and Science and Engineering York University 4700 Keele St. M3J 1P3 Toronto, ON Canada E-mail: [email protected] Abstract. To better understand the work of pre-Darwinian British life researchers in their own right, this paper discusses two different styles of reasoning. On the one hand there was analysis:synthesis, where an organism was disintegrated into its constituent parts and then reintegrated into a whole; on the other hand there was palaetiology, the historicist depiction of the progressive specialization of an organism. This paper shows how each style allowed for development, but showed it as moving in opposite directions. In analysis:synthesis, development proceeded centripetally, through the fusion of parts. Meanwhile in palaetiology, development moved centrifugally, through the ramifying specialization of an initially simple substance. I first examine a com- munity of analytically oriented British life researchers, exemplified by Richard Owen, and certain technical questions they considered important. These involved the neu- rosciences, embryology, and reproduction and regeneration. The paper then looks at a new generation of British palaetiologists, exemplified by W.B. Carpenter and T.H. Huxley, who succeeded at portraying analysts’ questions as irrelevant. The link between styles of reasoning and physical sites is also explored. Analysts favored museums, which facilitated the examination and display of unchanging marine organisms while providing a power base for analysts. I suggest that palaetiologists were helped by vivaria, which included marine aquaria and Wardian cases.
    [Show full text]
  • Invertebrate Zoology Course Syllabus Instructor
    BIOL 308 -- Invertebrate Zoology Course Syllabus Instructor: Dr. David Allard Office: 219A SCIT Schedule: Office Hours MTW 8-10:30; 1-4 Phone/Fax: (903) 334-6672 Personal http://www.tamut.edu/~allard/index.html Webpage: Email: [email protected] Instant Message: Go to Dr. Allard's Communication Page Catalog BIOL 308 Invertebrate Zoology. This course will explore the diversity Description: of invertebrate types, morphologically, embryologically, and physiologically. The ecological role of invertebrates will be emphasized. Prerequisite: 2 semesters of biology. Required Text: Pechenik, Jan A. 2004. Biology of the Invertebrates. 6th Edition. McGraw-Hill. ISBN: 0073028266 Course Objectives: The general objective of this course is to familiarize the student with the basic concepts of invertebrate zoology. After taking this course the student should have an understanding of the following concepts: (1) Familiarity with the invertebrate phyla; (2) Invertebrate anatomy; (3) Invertebrate natural history; (3) Collection methods; (4) Invertebrate behavior; (5) Evolution of invertebrates. Tentative Course Outline Introduction -- Invertebrate Zoology Basics -- Read Chapters 1 and 2 Protozoa Lab Protozoa Lecture -- Read Chapter 3 Porifera Lab Field Collection on your own Porifera Lecture -- Read Chapter 4 Cnidaria Lab Cnidaria & Ctenophora Lecture -- Read Chapters 5, 6 & 7 Lab Exam I Lecture Exam I Platyhelminthes Lab Platyhelminthes Lecture -- Read Chapter 8 Nematode Lab Nematodes & Friends Lecture -- Read Chapters 16 & 17 Classification Activity
    [Show full text]
  • Invertebrate Paleontology Earth Sciences Division Natural History
    Invertebrate Paleontology 19^ Earth Sciences Division Natural History Mu 3311m A NEW SPECIES OF CHIMNEY-BUILDING PENITELLA FROM THE GULF OF ALASKA (BIVALVIA: PHOLADIDAE) * LIBRARY 'Ol ANGBIES GOIJNTV \i: A>., , -APOsrr.'ON GEORGE L. KENNEDY AND JOHN M. ARMENTROUT 1 Made in United States of America Reprinted from THE VELIGER Vol. 32, No. 3, July 1989 © California Malacozoological Society, Inc., 1989 THE VELIGER © CMS, Inc., 1989 The Veliger 32(3):320-325 (July 3, 1989) A New Species of Chimney-Building Penitella from the Gulf of Alaska (Bivalvia: Pholadidae) by GEORGE L. KENNEDY Invertebrate Paleontology Section, Natural History Museum of Los Angeles County, 900 Exposition Boulevard, Los Angeles, California 90007, USA AND JOHN M. ARMENTROUT Mobil Oil Corporation, New Exploration Ventures, P.O. Box 650232, Dallas, Texas 75265, USA Abstract. Penitella hopkinsi sp. nov., from the Gulf of Alaska, differs from other species in the genus by its blunt and thickened posterior margin that inserts against the base of a chimney of agglutinated sediment (unique in the genus), by the shape of the mesoplax, and by details of the umbonal reflection and dorsal extension of the callum. Anatomy is unknown. Late Pleistocene records of the species range from the Seward Peninsula, Alaska, to Point Arena, California. INTRODUCTION acology]); MCZ, Museum of Comparative Zoology, Cam- bridge; NMC, National Museum of Natural Sciences, Recent efforts to identify several enigmatic species of Peni- Ottawa; NSMT, National Science Museum, Tokyo; tella Valenciennes, 1846, from both the northeastern and SBMNH, Santa Barbara Museum of Natural History, northwestern Pacific revealed that a number of nomencla- Santa Barbara; UCLA, University of California, Los An- tural and taxonomic problems in the genus still need to geles (collections at LACM); UCMP, University of Cal- be resolved (KENNEDY, 1985).
    [Show full text]
  • IB 103LF: Invertebrate Zoology
    IB 103LF: Invertebrate Zoology Course Instructor TBD Graduate Student Instructors TBD COURSE DESCRIPTION AND GOALS Invertebrate zoology includes the biology of all animal organisms that do not have vertebrae, which means more than 95% of all described species of animals. This 5-credit course includes 3h of lecture and 6h of laboratory section per week. Lectures will concentrate on organizing and interpreting information about invertebrates to illustrate (1) evolutionary relationships within and among taxa, (2) morphology, reproduction, development and physiology of major phyla, and (3) adaptations that permit species to inhabit particular environments. Laboratories will be a hands-on opportunity for you to learn about the structure and function of the major invertebrate body plans; and field trips will bring all information together, with living examples. My primary objective in this course is to present the invertebrate diversity that has evolved on Earth (at least of the ones we are aware of); not in depth, but with an overview and selected highlights. By the end of the course you should be able to (1) identify major invertebrate phyla and the morphological characters that define them; (2) apply basic concepts of zoological classification and interpret phylogenetic trees; and (3) discuss current hypotheses for the origin of major invertebrate groups and the relationships among them. Along with introducing you to the diversity and evolution of animal body plans, my goal is also (4) to develop your written and oral communication skills. I also hope you will teach and learn from one another, especially when studying course materials and completing laboratory exercises. ASSIGNMENTS AND GRADING The final grade will be scaled according to course units: 60% for lecture (3 units) and 40% for laboratory (2 units) assignments.
    [Show full text]
  • Zoology (Zoo & Zool)
    ZOOLOGY (ZOO & ZOOL) 241. Human Physiology. Credit 4 hours. Prerequisite: GBIO 151 and BIOL 152 or equivalent. A general study of functions in organ systems of the human. Three hours of lecture and two hours of laboratory per week. Persons majoring in Biology may not use this course to fulfill their major requirements; however, it may be used to fulfill an elective requirement. 242. Principles of Human Biology. Credit 4 hours. Prerequisite: GBIO 151 and BIOL 152 or equivalent. Principles of Human Biology has been primarily designed for students pursing careers with curricula that require a single semester of human biology such as Kinesiology. The major areas of subject concentration are the muscular, cardiovascular, respiratory, nervous, and sensory systems. Biology majors may not use this course to fulfill their major requirements. However, it may be used to fulfill an elective requirement and in calculating cumulative and major averages. Three hours of lecture and two hours of laboratory per week. 250. Human Anatomy and Physiology Lecture I. Credit 3 hours. Prerequisites: GBIO 151 and BIOL 152 and registration in or prior credit for Zoology 252 or permission of the Department Head. Topics covered include: anatomical terminology and the structure and function of molecules, cells, tissues, and the integumentary, skeletal, muscular, nervous, and endocrine systems. Three hours of lecture per week. This course can not be used as a concentration elective for Biology majors; however, it may be used as a general elective. 251. Human Anatomy and Physiology Lecture II. Credit 3 hours. Prerequisites: ZOO 250 and registration in or prior credit for Zoology 253 or permission of the Department Head.
    [Show full text]
  • The Academy Is Governed by a Distinguished Group of Eminent
    The Academy is governed by a distinguished group of eminent scientists who have been appointed Fellows of the California Academy of Sciences in recognition of their notable contributions to one or more of the natural sciences. Nominated by their colleagues and appointed by the Board of Trustees, the Fellows remain members of the Fellowship for life. Below is a complete list of Academy Fellows. David Ackerly Alissa J. Arp Shannon N. Bennett Ecology and Evolutionary Biology Marine Biology Microbiology Bruce M. Alberts John C. Avise William J. Bennetta Molecular and Conservation Biology Genetics and Ecology Science and Public Policy Angel C. Alcala Francisco J. Ayala Robert G. Bergman Marine Biology and Conservation, Genetics Chemistry Herpetology Bruce G. Baldwin Brent Berlin Michele L. Aldrich Botany Anthropology History of Science George E. Ball Giacomo Bernardi Zeresenay Alemseged Entomology Ichthyology Anthropology and Paleoanthropology Richard T. Barber Vladimir A. Beshkov Frank Almeda Marine Biology Herpetology Botany Anthony D. Barnosky Devaki Bhaya Walter Alvarez Paleontology Molecular Biology Geology Reginald H. Barrett Philip E. Bickler Steven C. Anderson Applied Biology, Agricultural and Comparative Physiology, Systematic, Biogeographic and Environmental Science Neuroscience and Anesthesiology Ecological Studies in Herpetology John Barron James L. Bischoff Christopher Andrews Micropaleontology Marine Geology Aquarium Management and Parasitology Bruce Bartholomew Jeffrey M. Black Botany Conservation and Ecology of Water Fred Andrews Fowl Entomology Gibor B. Basri Astronomy and Astrophysics David C. Blackburn Paul H. Arnaud Herpetology Entomology Natalie Batalha Astronomy Elizabeth H. Blackburn E. N. Arnold Molecular Biology Herpetology Aaron M. Bauer Herpetology James A. Blake Jeanne Arnold Invertebrate Zoology Anthropology Steven V. Beckwith Astronomy Page 1 of 11 Academy Fellows Barbara A.
    [Show full text]
  • Biology 275: Invertebrate Zoology T, R 3:00—4:15 PM Fall 2010 Birck 235 Instructor: Dr
    1 Biology 275: Invertebrate Zoology T, R 3:00—4:15 PM Fall 2010 Birck 235 Instructor: Dr. Phil Novack‐Gottshall E‐mail: pnovack‐[email protected] Office: Birck 332 Office hours: TBA or by appointment Course Description Survey of major invertebrate animal groups through comparative study of their biodiversity, anatomy, physiology, development, and ecology. Focus on evolutionary relationships and importance of reproduction, development, feeding strategies, mobility, skeletonization, bilaterality, cephalization, terrestrialization, and parasitism throughout the tree of life. Required textbook 1) Brusca, R.C. and G.J. Brusca. 2003. Invertebrates. 2nd ed. Sinauer, NYC. Prerequisites: This is a 200‐level biology elective that requires you have successfully taken the introductory BIO 197 and BIO 198 courses. IDEA Objectives: 1. Gaining factual knowledge (terminology, classifications, methods, trends). 2. Learning fundamental principles, generalizations, or theories. Blackboard and technology requirement The Blackboard site will serve as a repository for additional readings, outline discussion forums, grades, and important announcements. You can get to the course site using http://www.ben.edu/blackboard. Once there, log‐in and click on the course site. If you have problems logging in or locating the site, just follow the links. A note on my office hours The best science teachers also practice scientific research. Although I do research throughout the week, I reserve Mondays for uninterrupted research. I will not regularly be available to meet with you on this day except for exceptional circumstances. You are still welcome to e‐mail me with questions and concerns during this time, and I will make every effort to respond in a timely manner.
    [Show full text]
  • Invertebrate Zoology (BIO-225)
    Bergen Community College Division of Mathematics, Science and Technology Department of Biology and Horticulture Invertebrate Zoology (BIO-225) General Course Syllabus SPRING 2016 Course Title Invertebrate Zoology (BIO-225) Course Description: This course is a survey of the organisms without backbones, the invertebrates. Topics include the taxonomic concepts of cladistics versus the Linnaean phylogenetic study of these organisms. Concepts such as prostomates vs. deuterostomates, the development of the coelom, metamorphosis, etc. will be discussed. Laboratory sessions include external and internal examinations (dissections) of these organisms and descriptive and practical reinforcement of lecture materials. Prerequisites: BIO 101, BIO 203 General Education Course: No Course Credits; 4.0 Hours per week: 6.0 3 hours lecture and 3 hours lab Course Coordinator: Elena Tartaglia Required Lecture Pechenik, J.A. 2010. Biology of the Invertebrates. 6th Edition, McGraw-Hill Textbook: Publishers. ISBN 978-0-07-302826-2 Laboratory Manual: Hickman, C.P., Kats, L.B., Dolphin, W.D., Dean, H.L., and R.S. Schuhmacher: Customized Laboratory Manual for General Biology II, McGraw-Hill Companies, Dubuque, IA, 2006. Student Learning Objectives - Lecture The student will be able to: 1. Describe the environment in which invertebrates exist and some of their adaptations. Assessment will be based upon performance on exam questions. 2. Explain how evolution works and how it leads to greater biodiversity. Assessment will be based upon performance on exam questions. 1 3. Discuss how invertebrates are classified. Assessment will be based upon performance on exam questions. 4. Describe the protists, phylogentically, morphologically, and their lifestyles Assessment will be based upon performance on exam questions.
    [Show full text]
  • Invertebrate Zoology Syllabus Bisc 338
    INVERTEBRATE ZOOLOGY SYLLABUS BISC 338 Dr. Gary Gaston; email [email protected]; phone 915-7162; office hours posted outside office in Shoemaker Hall, Room 304. Course Content: This course is a survey of the invertebrate phyla with lectures on ecology, evolution, and behavior. Lectures for BISC 338 are in room 213; labs are in room 213. Dr. Gaston will lecture preceding lab occasionally to ensure that we cover all material. All students are expected to attend class and lab. Goals and Requirements: We will study the invertebrate (animal) phyla. You will be expected to be familiar with the names and characteristics of the phyla, be able to identify specimens and their morphology, and discuss their ecology and evolution. We will leave for field trips promptly when lab begins, so be on time. You will not be allowed to make up missed labs. Outcomes and Objectives: After completing this course successfully, a student should be able to discuss the evolution of invertebrates, understand the differences among phyla, identify characteristic anatomical features of representative organisms in each phylum, recite the taxonomy and hierarchy of invertebrate binomial nomenclature, and intelligently discuss the ecological role of representative organisms in the major phyla. Methods of Evaluation: Attendance and participation in class and lab are mandatory and may be used to determine your grade. There will be 2 tests in lecture (midterm and comprehensive final), 2 lab practicals, plus a fifth composite grade (calculated from several quizzes, graded assignments, and in-class assignments). Thus, you have 5 scores averaged for your grade (2 in class, 2 in lab, and a grade that is the composite of your quizzes and assignments; all equally weighted at 20% each).
    [Show full text]